Bond University Research Repository Smart First Aid - Leading the world in 1st aid innovation: Pilot Study Report 2018 Birt, James R. Published: 30/07/2018 Document Version: Publisher's PDF, also known as Version of record Link to publication in Bond University research repository. Recommended citation(APA): Birt, J. R. (2018). Smart First Aid - Leading the world in 1st aid innovation: Pilot Study Report 2018. Mareeba: TCB Innovations Pty Ltd. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. For more information, or if you believe that this document breaches copyright, please contact the Bond University research repository coordinator. Download date: 12 Feb 2020
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Bond UniversityResearch Repository
Smart First Aid - Leading the world in 1st aid innovation: Pilot Study Report 2018Birt, James R.
Published: 30/07/2018
Document Version:Publisher's PDF, also known as Version of record
Link to publication in Bond University research repository.
Recommended citation(APA):Birt, J. R. (2018). Smart First Aid - Leading the world in 1st aid innovation: Pilot Study Report 2018. Mareeba:TCB Innovations Pty Ltd.
General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.
For more information, or if you believe that this document breaches copyright, please contact the Bond University research repositorycoordinator.
Learner Demographics Age and Technology Acceptance (10)
QUALITATIVE COMMENTS (11)
Session Administrator Comments (12)
Learner Intervention Comments (Traditional) (13)
Learner Intervention Comments (VR) (14)
INTERVENTION SURVEY (15)
Accessibility (16)
Learnability (17)
Efficiency (18)
Satisfaction (19)
LEADING THE WORLD IN 1ST AID INNOVATION
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INTERVENTION SURVEY (cont.)Memorability (27)
Error Free (28)
Manipulability (29)
Navigability (30)
Visibility (31)
Real world (32)
Communication (33)
Creativity (34)
Engaging (35)
Motivating (36)
OBSERVATION DATA (37)
Bandage and pin selection (38)
Noticing the rectangle printed on bandage (39)
Sitting down to apply the bandage (40)
Applying the bandage to the bite site (41)
Wrapping the bandage to the end of the limb (42)
Bandage tension – ensuring rectangles become squares (43)
Wrapping bandage from end of limb back towards the body (44)
Securing the bandage with the safety pin (45)
OBSERVATION VIDEO IMAGE SAMPLES (46)
REFERENCES (47)
: PROJECT OVERVIEW
There is growing evidence that the use of enhanced multimedia instruction ineducation is a key means of improving learning, skills, and outcomes, particularly forpractical skills.
In the health sciences, the use of mobile mixed reality has been shown to be ideal forreducing cognitive load and enhanced learning.
The context of this study, is skills acquisition and familiarity in snake bite treatment.The intervention aims to assist learners through multimedia instruction using virtualreality (VR) stereoscopic video on the correct procedure and application of snake bitetreatment using a Snake Bite Indicator Bandage.
The VR intervention has been compared with a traditional method (paper basedpamphlet) provided with the Snake Bite Indicator Bandage in line with currenteducational practice.
A survey was administered to measure learner perceptions and post testing wasconducted with a trained first aid staffer to measure skills and familiarisation fromvideo recorded footage from the pilot intervention session.
A complete usability pilot study with (n=20) participants occurred on the 16th May totest VR in enhancing confidence of end users while performing first aid, and has beencompleted by comparing training through VR video and a standard industry paperpamphlet.
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In analysing the results, the stereoscopic VR video method had some problems andtherefore a decision was made to use immersive 2D VR video which showed promiseout performing the traditional method on all indicators, however the study size of(n=20) split across the interventions is under powered.
Therefore, using the mean results of the usability pilot study it has been identifiedthat a second round study should occur with an approximate sample size (~n=140)with participants to achieve greater understanding of the use of the VR interventionacross two university campuses, Bond University and James Cook University inQueensland. This will also address usability issues with the proposed method outlinedin the report.
RESEARCH QUESTIONS AND AIMS
In this usability pilot study we aim to explore the pedagogical possibilities of a mobilestereoscopic VR video application to delivery spatial content on treating snake bitethrough the use of the Rescue Swag – Smart First Aid Kit - Snake Bite IndicatorBandage.
The aim is to guide the user in learning and applying first aid correctly improvingfamiliarisation with the skill and general confidence. In particular we want to answerthe research question:
“Can mobile stereoscopic VR video improve learnerfamiliarisation and skills compared with traditional 2D imagedelivery in treating snake bite?”
SMART FIRST AID PILOT STUDY REPORT 2018
: PROJECT BACKGROUND
New accessible learning methods delivered through mobile mixed reality (MR) (Birt,Stromberga, Cowling & Moro, 2018) are becoming possible in educational training,shifting pedagogy from traditional education practice of didactic lectures and two-dimensional (2D) images (Stirling & Birt, 2014), to facilitating learning via self-direction (Murad, Coto-Yglesias, Verkey, Prokop & Murad, 2010) and interactivemobile environments (Birt, Moore & Cowling, 2017).
This is especially important in medical and health education, where the requiredknowledge acquisition is typically much more experiential, self-directed and hands-onthan in many other disciplines (Moro & McLean, 2017).
Additionally, educators and trainers, are increasingly surrounded by a new breed ofindividual who tackles problems in new and different ways through technology (Clark& Mayer, 2016).
In fact, Jones, Ramanau, Cross, and Healing (2010) point out that these learnersexpect to be engaged by their environment through interactive, sensory-rich andexperimental activities. They are more oriented to visual media than previousgenerations and they prefer to learn visually, by doing, rather than by telling orreading.
To assist with this, innovative technologies such as augmented reality (AR), virtualreality (VR) and mobile bring your own (BYOD) smartphones are becoming ubiquitousand available for use in general educational training.
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AR looks to augment the digital world with physical objects, allowing a real world userto seamlessly interact with digital components. VR provides an immersive experience,removing the physical and putting the user into a totally virtual environment. BYODprovides a mechanism for these technologies to be delivered seamlessly usingcommercially available devices to a majority of users. MR, a continuum of theseinnovative technologies, provides a framework to position real and virtual worlds(Milgram & Kishino, 1994), resulting in the development of new paradigms, tools,techniques, and instrumentation that allow visualisations at different and multiplescales and the design and implementation of innovative pedagogy across multipledisciplines (Magana, 2014).
Bacca et al. (2014) and Radu (2014) summarise the benefits of AR/VR in theirsystematic reviews including: increased content understanding, providing additionalcontextual information, long term memory retention, improving learner performance,improving physical task performance, learner motivation, learner engagement, learnerinteraction and collaboration.
The NMC Higher Education Horizon Reports specifically highlights AR/VR (Johnson etal., 2016) and BYOD (Johnson et al., 2015;2016) as key educational technologies anddrivers for learner engagement. However, the uptake of these technologies ineducation has been hindered by cost, expertise and capability. This is now changingwith the recent wave of low cost immersive 3D and 360/stereoscopic VR videotechnology by vendors such as Google through cardboard (vr.google.com/cardboard)and Samsung through Gear VR (samsung.com/global/galaxy/gear-vr). This presents anopportunity to explore methods to provide accessible smartphone driven BYODtraining to learners using cutting edge mobile MR.
LEADING THE WORLD IN 1ST AID INNOVATION
: PROJECT DESIGN
The proposed pilot project was undertaken at James Cook University (JCU) campus inCairns, Queensland under the ethics clearance of Bond University JB03447.
The project employed a qualitative survey research method as per the NHMRCguidelines (nhmrc.gov.au/book/chapter-3-1-qualitative-methods).
The small pilot usability study sample of (n=20) was conducted inline with the NielsenNorman Group on how to conduct testing in early stage technology usability studies(nngroup.com/articles/how-many-test-users).
The Participants in the pilot study were assigned a group (Traditional or VR) and thiswas the only recorded detail assigned to an identification coding number.
Participants were asked to be video recorded but only their lower limb, arms andhands were recorded which is not identifiable (participants were asked to cover anyidentifiable marks such as tattoos).
The video data provided to the first aider for observational assessment is only of thelower limb of the participant and is coded as the identification coding number toremove all identifiable data.
The observer did not know which group the video had come from and recorded passand fail for a specific coded participant - which cannot be traced back to a specificindividual (by name) only by email by the primary author of this report Dr James Birt.
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DESCRIPTION OF THE PARTICIPANT
(n=20) participants over the age of 18 were sourced for the pilot study as per thefollowing guidelines:
• Must not have a current first aid certificate• Must not be aware of the Snake Bite Indicator bandage method of treatment• Must not be of Aboriginal or Torres Straight Islander decent
DESCRIPTION OF THE OBSERVER
(n=1) independent observer was sourced per the following guidelines:
• First aid qualified trainer
TCB Innovations invited participants, to attend the pilot experiment. These voluntaryparticipants were recruited from James Cook University through a voluntary email sentto all students at the institution via the weekly student notification email - outliningthe research project and details of the participant consent. These participants wereoffered a $10 Apple iTunes voucher. Participants had two weeks to respond to theemail providing details of contact information to TCB Innovations. Participants wereselected on a first come method where (n=20).
It was the responsibility of Dr Birt to receive signed consent from the participants onthe day of intervention which was recorded through a Qualtrics administered survey –stored and recorded through the Bond University data management policy.
The cohort was split into two groups a control group (n=10) using a traditional paperbased pamphlet method provided by the bandage manufacturer and a second group(n=10) using the stereoscopic VR video learning method. All participants wereprovided with access to 1 x Snake Bit Indicator Bandage and 1 x safety pin. Thelearner acted as the snake bit victim and was marked with two dots (by the researchassistant), to show the bite site on their leg. Utilising the learning method ofinstruction, the participant was requested to demonstrate the use of the indicatorbandage on their own leg using the following procedure.
PROCEDURE
• Learner selects bandage and pin• Learner notices rectangle printed on bandage provided in the kit• Learner sits down to apply bandage• Learner applies bandage to bite site• Learner wraps bandage to the end of limb• Learner ensuring rectangles are stretched to become squares• Learner wraps bandage from end of limb back towards the body• Learner secures the bandage at the top of the limb using the safety pin
The intervention was designed so that a participant could complete the learning andrecording within 40 minutes – broken down into four specific activities (i) instruction,(ii) intervention, (iii) video recording & (iv) survey.
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Traditional Intervention (Paper Pamphlet)
Stereoscopic VR Video Intervention
LEADING THE WORLD IN 1ST AID INNOVATION
DEMOGRAPHIC SURVEY Results of the 4 survey questions (excluding: Intervention Results)
Learner Demographics[Sex & English Language]
(n=20)Analysis• (75%) of participants are male with (25%) female, this would be inkeeping with the sample predominantly from engineering and ICThighlighted later in the report by the session administrator. (70%) ofparticipants have English as a first language with (30%) having English as asecond language, this would be in keeping with JCU demographics ofdomestic and international students. It is the opinion of the author that theEnglish first language did have some significance on the results ashighlighted later in the report especially with understand the instructionsand language in the survey.
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SMART FIRST AID PILOT STUDY REPORT 2018
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Learner Demographics[Age & Technology
Acceptance](n=20)
Analysis• (65%) of participants are 18-24 with (30%) 25-34 and (10%) 35-44, thiswould be in keeping with the university student sample. (80%) ofparticipants strongly accept new technologies compared with (20%) thatsomewhat accept new technologies, this would be in keeping with thestudent sample predominantly from Engineering and ICT highlighted later inthe report by the session administrator. It is the opinion of the author thatthis has not had a significant effect on the results but did result in someparticipants in the VR scoring slightly lower in some sections of the survey.
LEADING THE WORLD IN 1ST AID INNOVATION
QUALITATIVE COMMENTS
Learner and administrator comments regarding intervention method
Session Administrator
Comments Analysis• The session administrator highlighted some potentialbias to the participants “tech-based backgrounds”. Thisresulted in some comments related to the presented VRlearning method being less than expected. There wereseveral issued with regards to English language andthese participants were “[provided with VR”]. There weresome significant problems with the presentation of thevideo due to the technology and video player andtherefore the decision was made to use a 2D version ofthe video in immersive VR and not the stereoscopic VRvideo. This may have some impact on the “[Interventioncomplexity]” and general user acceptance. It was notedthat consistency could be a problem with respect to theheadset and bite site.
“[Participants sourced] from tech-based backgrounds”
“[n=2] participants … not impressed with [VR] … [participants use Hololens]”
“[n=2] participants [struggled with English] and [provided with VR]”
“Oculus Go [reduced logistics and provided higher fidelity] … however … [Oculus Go]not adjustable [caused fuzziness impairing participants learning] … [therefore] used a2D version [not per pilot study stereoscopic requirements]”
“[Some participants experienced disjointed start because], YouTube does not stay onthe same screen view when you move it from your face [resulting in multiple steps toget the user] to view the video in the right format”
“Some participants had glasses, which took a bit of tweaking with the headset to get itto fit comfortably”
“[Intervention to complex] … noticed that participants were nervous and fumbled a bitwith the bandage, which then affected the outcome of their demonstration … [suggest]task [simplification].
“learning time [10 minutes] was appropriate … [pamphlet participant] averaged (3/4mins) [compared to] [VR participant which was longer]”
“good practice to ensure the bite site is consistently placed on participant”12
LEADING THE WORLD IN 1ST AID INNOVATION
Learner Intervention Comments (Traditional)
Analysis• The learners found the traditional method “concise”,“meaningful” and “easy to remember” but struggled withthe lack of “[spatial details]” which lead to “ambiguity”,“confusion” and “difficulty” in replicating the requiredsteps.
“[Intervention] offers very little [task] clarification ... hard to understand andambiguous … [dual modality (text and images) compounds the issues] …”(18-24, Male)
“[Intervention] is meaningful but not engaging” (18-24, Female)
“[Intervention] does not take into account [anatomical differences] …restricted to 2-dimensional viewing … causing [spatial] confusion on what todo (depth-wise).” (18-24, Male)
“… squares on the [intervention] were hard to follow and understand whatwas meant.” (18-24, Male)
“[Intervention] was concise and short ... steps are easy to remember, butvague in interpretation ... more [spatial detail required] in manoeuvring thelimb while wrapping the bandage ...” (18-24, Male)
“[Intervention] steps were difficult to replicate.” (18-24, Male)
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LEADING THE WORLD IN 1ST AID INNOVATION
Learner Intervention Comments
(VR)Analysis• The learners found the VR method “focused”,“[concise]” and “interesting” but struggled with the lackof “[immersion]” which lead to “ambiguity”, with relationto the “[bandage tension]. This is in line with thereported feedback from the session administrator thatindicated that the video was presented in 2D and not inimmersive stereoscopic as per the planned experimentaldesign due to problems with the video playing correctlyin the immersive headset. Another factor presented bythe session administrator was that certain participantswore glasses which caused some issues with theheadset presentation in stereo.
“[Intervention] is focused … speed of demonstration is good.” (18-24, Male)
“… experience [not fully immersive] … perhaps using augmented reality where [learner] can follow instructions step by step in real-time would be more immersive and interactive.” (18-24, Male)
“[Intervention] lacked a stereoscopic view … I had some ambiguity about [bandage] tension at certain spots that were not covered in the video i.e. large flat areas and how much overlap there should be and whether to use the markers on the bandage to judge amount of overlap.” (25-34, Male)
“[Intervention] was amazing to watch … very useful for [learning].” (18-24, Male)
“Consider adding text instructions [dual modality] to your [future intervention] visuals.” (25-34, Female)
“[Intervention] did not provide [3D representation] of applying a bandage, as viewing the video was not immersive … [supplied bandage] could use a loop at one end to secure before wrapping … challenge to correct tension.” (25-34, Male)
“Interesting.” (35-44, Male)
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SMART FIRST AID PILOT STUDY REPORT 2018
INTERVENTION SURVEY Results of the 21 intervention survey questions
Cronbach’s Alpha (0.930), indicates very high internal consistency of questions
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Survey Response
(Accessibility)
The snake bite learning method is readily accessiblyAnalysis• (80%) of VR participants agreed that the learningintervention was accessible compared to the (70%) ofparticipants that used the traditional pamphletapproach. These results are unexpected as the authorwould have thought the VR intervention would havescored lower and paper higher given the access to thetechnology. Results were higher for non native Englishlanguage learners.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 5 0 5 3.50 4.00 1.354 0.428
VR 3 2 5 4.30 5.00 1.252 0.396
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Survey Response(Learnability)
The snake bite learning method is easy to learn
Analysis• (90%) of VR participants agreed that the learningintervention was learnable compared to the (60%) ofparticipants that used the traditional pamphletapproach. This is not unexpected given thedemographics and literature.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 3.50 4.00 0.972 0.307
VR 2 3 5 4.60 5.00 0.699 0.221
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Survey Response(Efficiency)
The snake bite learning method is efficient to use
Analysis• (100%) of VR participants agreed that the learningintervention was efficient compared to the (60%) ofparticipants that used the traditional pamphletapproach. This is not unexpected given thedemographics and literature.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 3.50 4.00 1.179 0.373
VR 1 4 5 4.40 4.00 0.516 0.163
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Survey Response
(Satisfaction – Bandage and pin selection)
Analysis• (90%) of VR participants agreed that the learningintervention provided satisfaction (confidence) of therequired – bandage and pin selection step compared tothe (60%) of participants that used the traditionalpamphlet approach. These results were surprising as theparticipants were provided with the bandage and pinwithout requiring additional selection.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 5 0 5 3.50 4.00 1.716 0.543
VR 4 1 5 4.10 4.00 1.197 0.379
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Survey Response
(Satisfaction – Noticing the rectangle printed on
bandage)Analysis• (100%) of VR participants agreed that the learningintervention provided satisfaction (confidence) of therequired – noticing the rectangle printed on bandagestep compared to the (70%) of participants that usedthe traditional pamphlet approach. This was surprisingfor the traditional approach given the highlighting ofthis step in the instructions and in analysing the Englishlanguage results highlighted these learners scoringlower in this step.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 3.50 4.00 1.354 0.428
VR 1 4 5 4.70 5.00 0.483 0.153
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Survey Response
(Satisfaction – Sitting down to apply the
bandage)Analysis• (90%) of VR and traditional pamphlet participantsagreed that the learning intervention providedsatisfaction (confidence) of the required – sitting downto apply the bandage step. This is not unexpected as itwould be necessary to sit down to apply the bandagetherefore it would not necessary be a result of thelearning.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 4.20 4.00 0.919 0.291
VR 2 3 5 4.70 5.00 0.675 0.213
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Survey Response
(Satisfaction – Applying the bandage to the bite
site)Analysis• (90%) of VR and traditional pamphlet participantsagreed that the learning intervention providedsatisfaction (confidence) of the required – applying thebandage to the bite site step. This is not unexpected asthe application of the bandage to the bite site wouldseem to be common sense and not necessarily part ofthe learning.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 4.30 4.50 0.949 0.300
VR 3 2 5 4.60 5.00 0.966 0.306
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Survey Response
(Satisfaction – Wrapping the bandage to the end
of the limb)Analysis• (90%) of VR participants agreed that the learningintervention provided satisfaction (confidence) of therequired – wrapping the bandage to the end of the limbstep compared to the (80%) of participants that usedthe traditional pamphlet approach. Both methodsprovided adequate understanding of this step in thelearner materials.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 2 3 5 4.20 4.00 0.789 0.249
VR 3 2 5 4.50 5.00 0.972 0.307
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Survey Response
(Satisfaction – Bandage tension – ensuring rectangles become
squares)Analysis• (80%) of VR participants agreed that the learningintervention provided satisfaction (confidence) of therequired – bandage tension – ensuring rectanglesbecome squares step compared to the (60%) ofparticipants that used the traditional pamphletapproach. It was expected that participants would findthis step easier in the VR intervention given the spatialnature but the author would have expected this to behigher and it might be due to the fact the 2D video waspresented and not the stereo VR.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 3.50 4.00 1.269 0.401
VR 3 2 5 4.40 5.00 1.075 0.340
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Survey Response
(Satisfaction – Wrapping the bandage from the end of the limb back towards the body)
Analysis• (90%) of VR participants agreed that the learningintervention provided satisfaction (confidence) of therequired – wrapping the bandage from the end of thelimb back towards the body step compared to the(80%) of participants that used the traditional pamphletapproach. Both methods provided this step in thelearner materials.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 4.10 4.50 1.197 0.379
VR 3 2 5 4.70 5.00 0.949 0.300
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Survey Response
(Satisfaction – Securing the bandage with the
safety pin)Analysis• (90%) of VR participants agreed that the learningintervention provided satisfaction (confidence) of therequired – securing the bandage with the safety pin stepcompared to the (50%) of participants that used thetraditional pamphlet approach. The results for thetraditional group were surprising as the pin securingwould seem an obvious pre learned behaviour butperhaps given the age demographics most participantshad never used a safety pin before and got confusedwith the step from the traditional instructions.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 3.50 3.50 1.269 0.401
VR 2 3 5 4.60 5.00 0.699 0.221
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Survey Response(Memorability)
The snake bite learning method is memorable
Analysis• (100%) of VR participants agreed that the learningintervention was memorable compared to the (60%) ofparticipants that used the traditional pamphletapproach. This is not unexpected as the video methodwould be considered more targeted to the demographicas per the literature on interactive engagement and agedemographics.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 3.40 4.00 1.075 0.340
VR 1 4 5 4.60 5.00 0.516 0.163
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Survey Response
(Error Free)
The snake bite learning method is free from visual
and design errorsAnalysis• (100%) of VR participants agreed that the learningintervention was error free compared to the (40%) ofparticipants that used the traditional pamphletapproach. This was surprising given the issues reportedwith the VR intervention approach highlighted earlier inthe report by the session administrator. The author alsofinds the traditional intervention result surprising andconcludes that perhaps the participants mistook visualand design error for visibility and fidelity.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 2.60 2.00 1.506 0.476
VR 1 4 5 4.90 5.00 0.316 0.100
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Survey Response(Manipulability)
The snake bite learning method can be manipulatedAnalysis• (80%) of VR participants agreed that the learningintervention was manipulable compared to the (60%) ofparticipants that used the traditional pamphletapproach. The VR intervention results are notunexpected as the participants indicated the givenheadset and video (not being AR). The traditionalintervention results are a surprise given the paper formis not very manipulable and in analysing the resultsfound that those students that had English language asa second language scored the intervention higher thanexpected.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 3.60 4.00 0.843 0.267
VR 4 1 5 4.10 5.00 1.449 0.458
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Survey Response(Navigability)
The snake bite learning method allows the user to
change their viewpointAnalysis• (50%) of VR and traditional pamphlet participantsagreed that the learning intervention was navigable. TheVR results are not unexpected as the participantscomplained in regards to the given headset and video(not being 360). The traditional results are a surprisegiven the paper form is not navigable and in analysingthe results found that those students that had Englishlanguage as a second language scored the interventionhigher than expected.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 0 4 2.90 3.50 1.449 0.458
VR 4 1 5 3.50 3.50 1.354 0.428
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Survey Response
(Visibility)
The snake bite learning method provides clear detail to interpret required steps
Analysis• (90%) of VR participants agreed that the learningintervention was visible and provided clear details tointerpret the required steps compared to the (50%) ofparticipants that used the traditional pamphletapproach. The VR intervention results are notunexpected as the participants commented on how theyliked the experience for the most part. The traditionalresults are also not a surprise given the agedemographics and the comments regarding confusionand spatial misunderstanding.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 3.20 3.50 1.398 0.442
VR 3 2 5 4.50 5.00 0.972 0.307
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Survey Response
(Real world)
The snake bite learning method provides a match to
the real worldAnalysis• (80%) of VR participants agreed that the learningintervention was a good match for the real worldcompared to the (20%) of participants that used thetraditional pamphlet approach. These results are notunexpected given the fidelity and age bias towardsinteraction and video technology and confirms the VRintervention superiority in this space.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 2.80 3.00 1.398 0.442
VR 3 2 5 4.20 5.00 1.229 0.389
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Survey Response
(Communication)
The snake bite learning method aids communicationAnalysis• (80%) of VR participants agreed that the learningintervention aided communication compared to the(40%) of participants that used the traditional pamphletapproach. These results are not unexpected given thefidelity and age bias towards interaction and videotechnology and confirms the VR intervention superiorityin this space.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 2.90 2.50 1.287 0.407
VR 2 3 5 4.30 4.50 0.823 0.260
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Survey Response
(Creativity)
The snake bite learning method is playful and
creativeAnalysis• (60%) of VR participants agreed that the learningintervention was playful and creative compared to the(40%) of participants that used the traditional pamphletapproach. These results are not unexpected given thefidelity and age bias towards interaction and videotechnology and confirms the VR intervention superiorityin this space. It should be noted that the interventionwas not that playful and there was limited interactionand control and the results most likely would be basedon creativity of the design.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 4 1 5 2.80 3.00 1.687 0.533
VR 4 1 5 3.60 4.00 1.174 0.371
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Survey Response
(Engaging)
The snake bite learning method is meaningful and
engagingAnalysis• (90%) of VR participants agreed that the learningintervention was engaging and meaningful compared tothe (30%) of participants that used the traditionalpamphlet approach. These results are not unexpectedgiven the fidelity and age bias towards interaction andvideo technology and confirms the VR interventionsuperiority in this space.
SMART FIRST AID PILOT STUDY REPORT 2018
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 3 2 5 2.90 2.00 1.287 0.407
VR 3 2 5 4.30 4.50 0.949 0.300
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Survey Response
(Motivating)
The snake bite learning method provides
acceptance of the steps and is motivating
Analysis• (80%) of VR participants agreed that the learningintervention was motivating and provided acceptance ofthe required steps compared to the (40%) ofparticipants that used the traditional pamphletapproach. These results are not unexpected given thefidelity and age bias towards interaction and videotechnology and confirms the VR intervention superiorityin this space.
LEADING THE WORLD IN 1ST AID INNOVATION
Range Min Max Mean Median Std. Dev Std. ErrorTraditional 5 0 5 2.90 3.00 1.524 0.482
VR 2 3 5 4.20 4.00 0.789 0.249
OBSERVATION DATA Results of the video observation focusing on the 8 key observation factors. It
must be noted that due to the sample size these results are not significant and further testing is required
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Observation(Bandage and pin selection)
Analysis• (100%) of VR and traditional pamphlet participants passed this skillobservation. These results were not surprising as the participants wereprovided with the bandage and pin without requiring additional selection.The author notes that only (60%) of traditional intervention participants feltconfidence in this step when surveyed compared to (100%) of learners thatused the VR intervention.
SMART FIRST AID PILOT STUDY REPORT 2018
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Observation(Noticing the rectangle printed
on bandage)Analysis• (80%) of VR participants passed this skill observation compared to the(10%) of participants that used the traditional pamphlet approach. Theauthor notes that (70%) of traditional intervention participants feltconfidence in this step when surveyed compared to (100%) of learners thatused the VR intervention. This would indicate that the learning was notconveyed as effectively using the traditional approach.
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Observation(Sitting down to apply the
bandage)Analysis• (100%) of VR and traditional pamphlet participants passed this skillobservation. The author notes that (90%) of participants felt confidence inthis step. This is not unexpected as it would be necessary to sit down toapply the bandage therefore it would not necessary be a result of thelearning.
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Observation(Applying the bandage to the
bite site)Analysis• (100%) of VR and traditional pamphlet participants passed this skillobservation. The author notes that (90%) of participants felt confidence inthis step. This is not unexpected as the application of the bandage to thebite site would seem to be common sense and not necessarily part of thelearning.
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Observation(Wrapping the bandage to the
end of the limb)Analysis• (100%) of VR participants passed this skill observation compared to the(70%) of participants that used the traditional pamphlet approach. Theauthor notes that (80%) of traditional intervention participants feltconfidence in this step when surveyed compared to (90%) of learners thatused the VR intervention. Both methods provided adequate understandingof this step in the learner materials.
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Observation(Bandage tension – ensuring rectangles become squares)
Analysis• (60%) of VR participants passed this skill observation compared to the(20%) of participants that used the traditional pamphlet approach. Theauthor notes that (60%) of traditional intervention participants feltconfidence in this step when surveyed compared to (80%) of learners thatused the VR intervention. It was expected that participants would find thisstep easier in the VR intervention given the spatial nature of thepresentation but the author suggests the results were limited due to thelack of stereo immersion. This was highlighted by several participants intheir comments. The surprising figure was that of the traditional group. Theauthor suggests that the language concerns and lack of spatial andrectangle scale information in the paper intervention would havecontributed to this outcome.
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Observation(Wrapping the bandage from
the end of the limb back towards the body)
Analysis• (80%) of VR participants passed this skill observation compared to the(50%) of participants that used the traditional pamphlet approach. Theauthor notes that (80%) of traditional intervention participants feltconfidence in this step when surveyed compared to (90%) of learners thatused the VR intervention. The surprising figure was that of the traditionalintervention group. The author suggests that the language concerns andlack of spatial understanding led to confusion. In revising the videos for thetraditional participants many of them had the bandage in awkwardpositions and looked lost and confused at this step.
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Observation(Securing the bandage with the
safety pin)Analysis• (100%) of VR participants passed this skill observation compared to the(90%) of participants that used the traditional pamphlet approach. Theauthor notes that (50%) of traditional intervention participants feltconfidence in this step when surveyed compared to (90%) of learners thatused the VR intervention. The surprising figure was that of the traditionalintervention group. The author suggests that the age demographic mayhave contributed to not all participants completing this step and the lack ofconfidence in the traditional group.
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SMART FIRST AID PILOT STUDY REPORT 2018
: REFERECES
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Birt, J., Stromberga, Z., Cowling, M., & Moro, C. (2018). Mobile mixed reality for
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Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). New
